Abstract:
This study aims to investigate the role of glosses in second language vocabulary learning. The researcher used experimental, descriptive and analytical methodology in this study. The total number of the participants in this study was 80 university students who were randomly divided into three groups; L1gloss group, L2 gloss group and non gloss group. All the groups were subjected to two main tests (pre- and post- test). They were also asked to complete a questionnaire for examining their opinions about the uses and which glosses types has it is benefit on vocabulary learning. Another questionnaire was distributed to high secondary schools staff to know their opinion about using glosses to facilitate vocabulary increase. Post the statistical analysis of two tests, the results have revealed that the subjects have real difficulties dealing with unfamiliar words without having any aid or device the help them explore the meaning , this is evident from 64% percentage are failure whereas 36% percentage are success when the tests provide without any gloss . The findings of the study, therefore, could hold appeal for material developers, syllabus designers as well as teachers and instructors who are primarily engaged in vocabulary development courses. Hence, attribute together with pedagogical implications and recommendations for further studies are provided.
